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LARKIN DUNTON 










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SERVICE IN MEMORY OF 

LARKIN DUNTON 

[1828.- 1899] 

HELD AT THE 

BOSTON NORMAL SCHOOL 

APRIL 28, 1 900 



Boston 

Printed for Private Circulation 

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Introduction 

THOSE of us whose great privilege it 
was to attend the service recorded in this 
little volume will rejoice that others are, in a 
sense, to share the memory of that service with 
us. We wish that it were possible to perpetu- 
ate, not merely the words that were spoken, but 
the complete beauty of that touching memo- 
rial. As we entered the old school hall, where 
we had so often sat at the feet of our dear mas- 
ter, we were greeted by the grave, kind eyes of 
the noble portrait which it had been our privi- 
lege to secure in the days when his strength 
was as yet unimpaired. The portrait had been 
placed upon the platform where he had sat to 
teach us ; and all around it in great profusion 
bloomed the flowers that he had loved. The 
room was sweet with their fragrance and 
hushed by the solemn notes of Handel's " Lar- 
go." Those of us who were there can hardly 
read the pages that follow without seeming to 
see again the beloved face with the flowers 
about it, and to hear again the deep tones of 
the 'cello, the sweet voice of the young singer, 
and the strains of the dear, familiar hymns. 
Almost all who took part in the service, and 
almost all who share in it for the first time 
through these pages, remember Dr. Dunton's 
love for " Fountain of Light." Year after 



year at graduations and reunions we have sung 
that hymn because he loved it. And all will 
care to know that Mendelssohn's " Consola- 
tion," played by the 'cello, was also very dear 
to Dr. Dunton ; night after night during the 
last months of his life he asked for it and lis- 
tened to it before he fell asleep. 
Those of us who knew him best had often 
occasion to mark that although he had not 
received especial training in music and art and 
literature, and never made any pretension to a 
large knowledge of those subjects, it was al- 
ways the best they had to offer that he most 
cared for. It was characteristic that the noble 
measures of " Fountain of Light " — adapted 
from a great Haydn symphony — should have 
appealed to him so strongly. His old pupils 
will never forget the deep feeling with which 
he always spoke of Raphael's Sistine Madonna 
and of the hours that he had spent in Dresden 
sitting reverently before it. It was my especial 
privilege to spend many hours in reading poetry 
with him, because of some work for children 
which we were planning together. I would 
pass one poem after another to him and wait 
for his decision as to its value to " the little 
folks," as he so loved to call them. His 
pleasure in what he read was beautiful to see ; 
sometimes it was positive delight. When the 
melody of the poem especially pleased him, or 
when the glimpses of nature brought back the 
dear experiences of his own boyhood, he would 

6 



read aloud with an almost boyish joy. I shall 
never forget submitting to him a little poem 
of William Blake's called « Infant Joy." He 
read it aloud, exclaiming, with that never-to- 
be-forgotten light in his eyes, " Beautiful, 
beautiful ! " I once heard him say that in his 
boyhood, attracted by its wonderful splendor 
and dignity, he had committed to memory 
chapter after chapter of the book of the Reve- 
lation. This quiet but profound love of the 
beautiful balanced the keen, logical quality of 
his mind and gave a proportion to his whole 
nature which we all recognized and which 
was one of his greatest sources of strength. 
Indeed, the balance and proportion of Dr. 
Dunton's nature impressed very deeply those 
who knew him best. To those who knew him 
but slightly it may have seemed that some one 
phase of his character — because of its con- 
spicuous strength — was disproportionate to 
the rest. Those who discussed educational 
problems with him felt his intellectual grasp 
and the force of his relentless logic ; those who 
opposed him and those who toiled in sympathy 
with him for the realization of some great pro- 
fessional reform — such as tenure of office for 
teachers — recognized his strong will, uncon- 
querable by difficulty or defeat ; those who 
came to him in trouble found him as tender- 
hearted as a woman. The clear intellect, the 
tender heart, the indomitable will, — these 
made the complete man. 



In the pages that follow we shall find again 
and again that what we would have said has 
been said for us. Here we shall find the pro- 
found gratitude which so many of us feel 
expressed by one of the younger graduates, 
Miss Clark, of the class of '92 ; and the closer 
relation, natural and possible between teacher 
and pupils when the school was small, recalled 
by Mrs. Rand, of the class of '74. Here, too, 
we have in Mr. Boyden's address a glimpse 
of Dr. Dunton's earlier life — a glimpse so 
touching and inspiring that we wish it were 
possible to know more of those early, signifi- 
cant years. Here, too, we may see what Dr. 
Dunton was to the men and women with 
whom he was associated in the larger educa- 
tional interests. Mr. Seaver, as superintend- 
ent of schools, Mr. Martin, as supervisor of 
the Normal School, Dr. Courtney, as chair- 
man of the special committee on the school, 
Dr. Tetlow and Mr. Lincoln, representing the 
high schools from which the Normal School 
draws its pupils, Mr. Owen, representing the 
grammar schools, and Miss Moses the corps 
of teachers in the Normal School itself, here 
speak of the many qualities which made his 
life and work so strong and beautiful. The 
voice that could have spoken most adequately 
of Dr. Dunton's own inner life has long been 
silent. The friendship between Dr. Dunton 
and Delwin A. Hamlin was peculiarly close 
and beautiful. Trained in the same arduous 



school of life ; graduates of the same college ; 
associated in the same daily work; neighbors; 
constant companions in reading, study, and 
thought ; agreeing, and differing, and always 
respecting each other's opinion ; they were 
bound together as few men are. 
Beautiful and complete as is the expression of 
respect and gratitude and love found in these 
pages, I doubt not that many will think of 
some phase of Dr. Dunton's character or of 
some especial cause for grateful memories that 
has not found utterance here. It is good to 
have it so; it is sweet to think that although 
these spoke for all, each of us has her own 
peculiar share of sorrow at his death, of grati- 
tude for the strength and beauty of his life. 
To some of us the first conception of what 
teaching really is came through him ; for some 
of us the meaning and duty of intellectual 
honesty was first made clear by him ; to some 
of us came, as we listened and learned, a truer 
philosophy of life. It is for this last, I am 
sure, that not a few of us would most ear- 
nestly thank him. Life never seemed so full 
of large responsibility, so crowded with great 
opportunity, as when he spoke to us of it ; his 
profound belief in the freedom of the will, the 
absolute democracy of his point of view, and 
his great faith in the possibilities of human 
nature made us feel that we were in very truth 
building our own lives. But his entire lack 
of any morbid quality, his sanity, and his 



humor saved many an over-sensitive girl from 
being crushed by the very sense of responsi- 
bility which his own words had aroused. Aswe 
talked and thought and worked with him, the 
responsibility and the joy of living filled our 
hearts. And they filled his heart as well. 
Life, indeed, meant labor and struggle and oc- 
casional defeat j but above all, it meant con- 
stantly enlarging opportunity and ever-deep- 
ening joy. 

In the hymns which formed a part of the ser- 
vice we may find — in words that he loved 
— a confession of Dr. Dunton's own faith. 
It was not merely the music of these hymns 
that endeared them to him ; here a soul, hum- 
ble, reverent, religious in the truest sense, 
found expression for its faith. You will see, as 
you read, that each of these hymns, although 
in varying degree, recognizes the doubts, the 
" long shadows," that are the portion of many 
great and honest souls here. But behind the 
shadow the light shone ; and as death drew 
near, that "light that hath no shade" illu- 
mined his soul and shone out in his face 

As we recall the years of our friendship 
with him, many memories come, over which 
we love to linger. We see him in the class- 
room, keen, earnest, almost severe, and then 
suddenly transformed by some touch of sym- 
pathy or flash of humor. We recall him with 
some little child on his knee, brought perhaps 
by its proud mother to be shown to her old 



10 



teacher, his face all alive with delighted ap- 
preciation and friendliness. Some of us knew 
his fatherly sympathy when we ourselves were 
in the glow of some new happiness or the 
shadow of some great sorrow. We shall never 
forget him in his own home, surrounded by 
happy girl graduates, to whom year after year 
he and his wife offered this charming hospi- 
tality, which gave the crowning touch to a day 
already full of sweet significance to a girl's 
heart. We remember him, too, silent under 
some sorrow of his own ; broken with grief, 
but never embittered by it. Let us think of 
him most often as we saw him after some long 
separation, his hand outstretched to grasp ours, 
his eyes smiling in welcome. 

Katharine H. Shute. 



i i 



Service 

MUSIC 

Violoncello Solo. "Largo " Handel 

Mr. Wulf Fries 

Hymn "Fountain of Light" 

Fountain of light and living breathy 
Whose mercies never fail nor fade, 

Fill us with life that hath no death. 
Fill us with light that hath no shade ; 

Appoint the remnant of our days 

To see Thy power and sing Thy praise. 

Great God, whose kingdom hath no end, 
Into whose secrets none can dive, 

Whose mercies none can apprehend, 
Whose justice none can feel, and live ; 

What our dull hearts cannot aspire 

To know — Lord, teach us to admire. 

ADDRESS BY 

MR. WALLACE C. BOYDEN 

We meet here to-day, not simply to mourn 
the loss of our dear friend and teacher, Dr. 
Dunton, but to recall once more his strong 
manhood, his wise counsel and leadership, his 
large-hearted and sympathetic love, his self- 



sacrificing devotion ; to congratulate ourselves 
that our lives were brought into such close 
contact with his noble life; and to reconse- 
crate ourselves to the profession which he so 
honored and loved, and which he often char- 
acterized as doing the noblest work given 
by God to man to do. He was our beloved 
teacher and friend ; this will he continue to 
be, and his memory will serve as an inspira- 
tion to noble thought, kindly act, and earnest 
endeavor. 

A number of his friends and co-laborers will 
speak to us this afternoon of the different 
phases of his character which have been pre- 
sented in this rich and well-rounded life. It 
is my privilege to sketch very briefly the 
story of his life. 

Larkin Dunton was born in Concord, Maine, 
July 22, 1828, in a log cabin back in the 
woods twelve miles from the end of the stage 
route. In accordance with the custom in 
frontier life, as soon as he was able to use a 
tool he took his place regularly with the other 
workers on the farm, and continued to con- 
tribute his full share to the support of the 
family until he was nineteen years of age. 
Time will not permit of even the simple 
enumeration of the different sorts of manual 
exercise which he performed as a boy ; but I 
am sure that could you read such a list, you 
would be surprised at the number and variety 
of the things which he did during these years. 

H 



He says himself, " I did not assist in making 
the log cabin in which I was born ; I found 
that ready for my occupancy on my first en- 
trance into society. Almost every other lux- 
ury that I enjoyed for the nineteen years that 
I spent on the farm I assisted in producing." 
Endowed by nature with a strong physique 
and robust health, this severe enforced labor 
in the exhilarating air of the Maine woods 
laid a foundation of physical vigor sufficient to 
meet the demands of a long life filled with un- 
remitting hard work — it did more : it taught 
him the value of careful preparation, and the 
necessity of clearly seeing the end to be ac- 
complished before one enters upon any under- 
taking ; it trained him into habits of rapid and 
exact action, into habits of frugality and in- 
dustry. 

But there was another side to this life. He 
early showed an intense love for books and 
study ; every book which he could obtain he 
read and reread by the light of the open fire, 
and longed for more. The few days on which 
he could attend school were to him what holi- 
days are to the children of to-day. 
The story of the first book which he owned 
is full of pathos, and gives us a glimpse of 
the home conditions. After the mowing was 
finished in the summer there were left a few 
spears of grass here and there around the 
stumps, rocks, and fences; from these he 
carefully culled the seeds into a cup; this seed 

J 5 



he could sell for two cents a pint. By this 
laborious process he finally secured enough 
money to buy the book, which cost, if I re- 
member rightly, one dollar and forty cents; 
and as he told me the story there was in his 
voice the echo of the pride which he felt as 
a boy as he walked home with the book un- 
der his arm. 

There was a definite understanding in those 
days that a son's time belonged to his father 
till he was twenty-one. Dr. Dunton could not 
wait till that time, so strong had his desire for 
learning become. He entered a school in Far- 
mington at the age of nineteen, subsequently 
paying his father in money for the two years 
which he had taken to himself. He fitted for 
college at Hallowell Academy, where he was 
assistant teacher much of this time. Through- 
out his life he spoke with the greatest affection 
and interest of his old Hallowell teacher, Mr. 
Withington, — " He was not a great scholar, 
but I never knew a man who could so inspire 
his pupils with a love for study. 'Is n't it beauti- 
ful?' he would exclaim when we had mastered 
a difficult subject, and we all agreed that it 
was." May we not believe that right here were 
firmly established in his life those character- 
istic qualities of the Doctor, love for truth, * 
admiration for true manhood, and delight in 
mastering difficulties ? He was graduated in 
1855 from Waterville College, now Colby 
College, where he paid his way by teaching, 

16 



and by such other work as he could obtain. 
He taught one term each in Windsor, Solon, 
and Damariscotta, two terms in Rumford, and 
three terms in the outlying districts of Bath, 
before completing his college course. 
Although he had left his home and was now 
thrown entirely on his own resources, yet at 
regular intervals all through his academy and 
college course he turned his steps toward home 
and mother, riding in the stage as far as it 
would carry him, and then walking the remain- 
ing twelve miles. As he mounted to the crest 
of the last hill, he has often told me, and 
looked ahead, he could always see his mother 
standing in front of the little house on the 
lookout for him. For more than thirty years, 
till the day of her death, he never failed to 
make his annual visit to her in that humble 
home. His strong principle, upright life, and 
ready sympathy for the feeble and needy were 
but the natural expression of a deeply tender 
and affectionate nature. 

After leaving college he studied law, was ad- 
mitted to the Kennebec bar at Augusta, and 
served as trial justice in Waterville. He also 
taught one term as principal of the Hallowell 
High School, two terms as assistant in the 
Bath High School, two years as principal of 
the Lincoln Academy, and seven and a half 
years as principal of the Bath High School. 
" Soon after I was elected principal of the 
Bath High School," he once said, " I found 

17 



teaching so very delightful that I decided to 
abandon law and make teaching my life-work." 
In 1867 he came to Boston as sub-master 
of the Lawrence School, and was appointed 
master of the school in the spring of 1868. 
In 1872, when the Normal School was made 
a separate institution, he was appointed its first 
head master, which position he has held for 
twenty-seven years, till September 1, 1899. 
This school has been his real life-work, and it 
stands to-day as his fitting monument. The 
story of these years is familiar to you. You 
know how he has constantly raised the stand- 
ard of work in the school, always keeping it 
in the forefront of progress ; how he has had 
to defend its very life, which he did with signal 
ability ; how he has taken an active interest 
and part in the various educational associa- 
tions, both national and local, and in whatever 
tended to elevate the educational ideals and 
improve the conditions of the teaching pro- 
fession. These and many more things which 
time will not permit me to mention have en- 
tered into this rich, active, and successful life. 
An earnest student and clear thinker, an affec- 
tionate husband and father, a good citizen and 
successful business man, a genial companion 
and wise counsellor, an inspiring teacher and 
loyal friend, Dr. Dunton will always stand as 
a stalwart and leading figure in the history of 
this school, and in the educational life of the 
city of Boston. 

18 



LETTER FROM 

DR. JOHN TETLOW 

My dear Mr. Boy den : 

I deeply regret that a previous imperative en- 
gagement has made it impossible for me to be 
present at the service to be held in memory of 
Dr. Dunton; and I gladly avail myself of your 
kind invitation to send a few words in writing 
as an expression of the high regard in which I 
held him. 

One of the earliest and best-remembered ex- 
periences connected with my appointment to 
the head-mastership of the Girls' High School 
was a conference that I had with Dr. Dunton, 
at his request, on the practical interpretation 
to be put on that provision in the regulations 
of the School Board which makes the recom- 
mendation of the head masters of the high 
schools necessary for the admission of their 
graduates to the Normal School. I learned at 
that conference how solicitous he was that 
those who were to be trained to become teach- 
ers in the primary and grammar schools of the 
city should have,as a foundation for such train- 
ing, the best possible equipment, in character, 
aptitude, and scholarship, for their future work. 
During our subsequent acquaintance there 
were at least two occasions, separated by con- 
siderable intervals of time, on which the exist- 
ence of the Boston Normal School was im- 
periled, not counting the comparatively recent 



movement for its absorption in a metropolitan 
normal school. On these occasions I was 
merely an interested observer and not an active 
participant in the struggle to which the hostile 
legislation that was threatened gave rise ; and 
perhaps I give the strongest testimony that I 
can offer to Dr. Dunton's fitness for educa- 
tional leadership when I say that his masterly 
presentation of the arguments which demon- 
strate that the Normal School is an integral, 
and therefore an indispensable, part of the city 
school system, saved the school. 
It is no disparagement to the teachers asso- 
ciated with Dr. Dunton, many of whom he 
trained, and most, if not all, of whom he se- 
lected, or to the school authorities under whose 
direction he worked, to say that the Boston 
Normal School, as it now exists, is largely his 
creation, as it is also his most fitting monu- 
ment. Much as he owed to the loyal, intelli- 
gent, and efficient co-operation, and doubtless, 
too, to the wise original suggestions, of his 
teachers, and greatly as he was aided by the 
hearty support of the school authorities, I be- 
lieve that both these classes of his helpers 
would be among the foremost to acknowledge 
his rightful claim to leadership. 
I do not know what changes in organization, 
in conditions of admission, in curriculum, or 
in ideals, may take place in the Normal School 
under your administration, which has begun 
under the influence of the best traditions of 

20 



the past. Doubtless there will be suchchanges. 
But I am sure you will believe with me that, 
in initiating in your own behalf, or in accept- 
ing at the suggestion of others, such changes 
as sound progress in educational thought and 
practice may make desirable, you will be mak- 
ing no break with the past, but will be follow- 
ing the example and acting in the spirit of your 
honored predecessor. 

With best wishes for the school, yourself, and 
the teachers associated with you, I am 
Most sincerely yours, 

John Tetlow. 
Boston, April 23, 1900. 



POEM BY 

PHEBE ANGELIQUE DeLANDE 

CLASS OF 1890 

We cull the flowers of memory, 
Love's dewy offering sweet, 

And lay them in humility, 
Dear Master, at thy feet. 

Not lapse of time, nor change of place, 
Nor care's corroding strife, 

Can ever from our souls efface 
The lessons of thy life. 

And though thy steps have turned aside 
More glorious paths to seek, 

21 



Still doth thine influence abide, 
O spirit strong and meek ! 

An influence that hath no end, 

Like ripples on the sea, 
Whose widening circles shall extend 

On to eternity. 

MUSIC 

Solo. "To the Angels" Zardo 

Qwith Violoncello obligato) 

Miss Gertrude Newman 



ADDRESS BY 

MR. EDWIN P. SEAVER 

The life-work of Larkin Dunton has left traces 
broad and deep upon the public schools of this 
city. 

The first head master of the Boston Normal 
School ; holding this great office for more than 
a quarter of a century \ inspiring and guiding 
hundreds of young women in their preparation 
for teaching and in their early practice of that 
profession; expounding and defending the prin- 
ciples that underlie normal instruction and 
justify the existence of normal schools \ begin- 
ning with his particular normal school when it 
was but a feeble and unfavored offshoot of the 
Girls' High School ; step by step establishing 

22 



it in the confidence of the School Committee 
and of the community ; protecting it on criti- 
cal occasions against the assaults of powerful 
adversaries ; fostering its growth ; enlarging 
the scope of its work ; and raising the profes- 
sional character of its graduates to a high 
standard; — he has left this school, now, as 
we hope, firmly established as an indispensable 
part of our school system, a fitting monu- 
ment to his memory as an educator. The man 
and the institution are most intimately asso- 
ciated. We do not think of the Boston Nor- 
mal School without at once remembering Dr. 
Dunton, nor of him often without reference 
to the school he lived for and loved so well. 
This is neither the time nor place for me to 
attempt a full analysis and estimate of Dr. 
Dunton's character as a man and as a teacher. 
I can only speak briefly of two qualities in the 
man which have impressed me most and have 
long held my personal regard for him, — his 
steadfastness and his sincerity. 
His steadfastness was manifested both in 
thought and in action. When he had once 
carefully reasoned his way to a conviction and 
had taken his stand upon it as a basis for action 
no ordinary considerations could move him. 
He stood as one who had looked the ground 
all over and had chosen the best position from 
which to act ; and his associates could depend 
on finding him constantly there. Whether he 
was acting with you or against you, you al- 

23 



ways knew just where and how you would 
find him. 

In the realm of thought and philosophical 
speculation this steadfastness of his made him 
by nature a conservative. I once heard him 
publicly describe himself as a conservative, 
frankly opposed to much of the new and crude 
educational thought of the day. Opinions with 
him were serious matters, not to be adopted 
lightly, nor lightly set aside. New opinions 
must exhibit credentials, justify themselves in 
reason, and recommend themselves in action. 
Conclusions based on careful reasoning were 
not to be upset save by reasoning more care- 
ful and more cogent. 

He has been criticised as an opponent of the 
new psychology, as it is called. Perhaps it 
would be more just to represent him not as 
an opponent, but as a doubter or inquirer ask- 
ing for proofs. He stood by the older intro- 
spective psychology, while exploring the newer 
to learn if it possessed superior claims to ac- 
ceptance. He was unwilling to leave one step- 
ping-stone of thought until he was sure of his 
footing on the next. No theory, however fas- 
cinating, could tempt him to brush aside in an 
hour the accumulated thought of centuries. 
I have coupled with Dr. Dunton's steadfast- 
ness of character his sincerity. This especially 
it was which made personal relations with him 
so satisfactory. Of this I could bring many 
illustrations out of a personal acquaintance and 



warm friendship which lasted between us un- 
disturbed for twenty-five years. Often have 
we been obliged to take opposing views of the 
same policy ; often have we been placed in 
relations that might, with some men, easily 
have passed into mutual distrust or hostility ; 
and on one supreme occasion, long ago, a se- 
vere test was put upon the sincerity of our 
mutual personal regard ; but I can now thank- 
fully bear my testimony to the undoubted sin- 
cerity of his friendship through all vicissitudes 
from the beginning to the end. 
On his characteristics as an educator or on 
his opinions as a thinker our judgments may 
perhaps differ; but of his noble sincerity as a 
man no one who knew him well could have 
any question. The " Fountain of Light " 
flowed in his soul a clear, unsullied stream 
throughout his sojourn here. 



ADDRESS BY 
MISS LOTTA Jff. C 

This occasion, with its sad significance, car- 
ries me back in memory to far-away Germany. 
There, in the little town of Weimar, in a room 
below a small chapel, lies all that remains on 
this earth of the great poets Goethe and Schil- 
ler. They rest there side by side, in large 
wooden caskets, and these are hid with laurel 
wreaths and flowers, tributes of loving rever- 

25 



ence brought there by their admiring coun- 
trymen. 

It seems to me that to-day we are bringing 
wreaths of remembrance to a shrine no less 
honored and beloved. Some may bring them 
in memory of friendship, comradeship, co- 
workmanship. I, for the young women who 
have graduated from this school, bring awreath 
of gratitude — of heartfelt gratitude. Words 
fail to express what it is for which we are to 
be thankful to Dr. Dunton. We came to 
him children ; we left him young women, each 
prepared as well as she might be for her work 
in life. We little guessed what a treasure it 
was that he had given us ; but each year shows 
us more and more clearly what a rich harvest 
we may gather from the seed which he sowed, 
the far-reaching power of the truths which he 
taught us. 

How can we express our thanks for such a 
gift as this ? I lay down my wreath of grati- 
tude in silence. 



MUSIC 

Violoncello, (a) "Consolation" Mendelssohn 
(£) "Adagio " Beethoven 

Mr. Wulf Fries 



26 



ADDRESS BY 

MR. CHARLES J. LINCOLN 

It seems to me more fitting that those who are 
of the inner circle of this building should 
be the ones whose tributes to our friend 
we ought to hear ; for they knew him in that 
intimacy in which a man most fully reveals, 
because unconsciously, his real self, — some- 
times, it would seem to me, even more fully 
than he does in his own home. And yet I am 
glad to lay my little wreath upon the memory 
of Dr. Dunton. 

While I say a few words as a representative 
of the high schools, there is not much to be 
said of the relationship of these schools with 
the Normal School ; for the conditions of our 
system and of the work of the Normal School 
have been such that Dr. Dunton's intimate 
relations have been with the grammar schools. 
The dawning of a new day in this respect, 
through the admission of college graduates to 
the Normal School, begins to appear. But 
our points of contact came largely at the 
monthly meetings of the masters, and I 
shall always carry with me, as I believe most 
of us will, that picture of our friend sitting 
at the end of the room at the superintendent's 
left, in his accustomed chair. There were 
older and perhaps more venerable men, men of 
whiter heads and greater age, who sat adown 
the line ; and yet he always produced on me 

27 



the impression of the father of us all sitting 
at the head of his family. This impression 
came, I believe, not simply from the striking 
form, but from the wisdom and breadth of 
view which often made one feel that he had 
said the last word. So in accord with the ap- 
propriateness of things was it that he who was 
at the culminating point of our whole corps, 
who was the head of our highest institution, 
should also have been one whose wisdom and 
insight made all to understand that it was the 
right man in the right place ! I believe that 
this city has been peculiarly fortunate that such 
a first head master of its Normal School should 
have been granted these thirty years of service, 
in order not simply that his own high nature 
might take root in the institution, but so that 
it could be said that the Normal School is the 
incarnation of the spirit of Dr. Dunton. 
I have another recollection of our friend, a 
recollection which is both my admiration and 
my despair. It is a growth from more than 
one interview when in search of teachers. 
The perfect transparency with which he would 
lay bare a personality before one ! When I 
have risen from an interview with him I have 
wondered whether there was anything in the 
inner life of a candidate which he had not 
known. It was a most useful lesson in prac- 
tical psychology, an admirable soul analysis. 
Did he know all the pupils of his school in 
that way ? Has he followed them so minutely 

28 



in their later careers and known them in all 
their successes and their failures ? But what 
a contrast to the usual generalities which one 
receives when in search of such information ! 
He has all the data for a decision, and if one 
knows his own conditions he knows whether 
to accept or reject, and the responsibility is 
his own. I do not recall an instance where 
there was not the broadest spirit of helpful- 
ness, the fairest discrimination, and no inclina- 
tion to urge the claims of his own proteges. 
But I said this was my despair and my admira- 
tion. I should like to know my own pupils as 
he knew his, that I might be of greater ser- 
vice ; but I cannot. Again I say it was the 
ordering of a good providence, — one of those 
great good fortunes, the right man in the right 
place. 

Asking some who, in years gone by, had been 
under his hand to give me some of their im- 
pressions of our friend, quickly came from one 
the reply : 

" First of all, the ability to make one see one's 
own self. He would bring to the surface and 
hold up to the light one's little weaknesses, 
of which there was only a half consciousness; 
or little sins or neglects, the possession of 
which one hardly wished to acknowledge and 
it was supposed no one else knew." 
Another, wise and strong, said : 
" He stands a power at a crisis in my life. I 
had evaded a plain duty in one way or another 

29 



until I finally ran up against his strong nature, 
and I attempted the same evasion with him ; 
and the reply came simply, ' It is high time 
you did it.' And all the excusing which had 
satisfied myself and others failed. There was 
no discussion with him. ' It is your duty, do 
it.'" 

Another says : " He had a power to make one 
ashamed of unworthy work." 
u His interest in the development of individual 
character was intense." 

"He made one feel the demand for thorough, 
independent work." 

There was with him a "constant demand for 
earnestness, fidelity, enthusiasm, refinement." 
And she speaks of his "just, discriminating 
criticism of individual pupils." On these I 
am not competent, and in this presence should 
not presume, to enlarge. But to the care of 
this man and his associates there has been no 
hesitation or fear in committing the graduates 
of our high schools, with the assurance that 
every influence would be uplifting and that 
our own work would meet with a discrimina- 
ting estimate. 

Some of us, too, carry another picture of our 
friend, as he sat at the social board. Now, 
not the schoolmaster, but the man, is upper- 
most. Here he is with a group of twenty or 
twenty-five kindred spirits, from which in his 
years of strength he is rarely absent. He en- 
ters as heartily into the jesting and the fun as 

30 



into the higher themes. He again occupies an, 
end of the table, and becomes one of the cen- 
tres around which interest gathers. He is full 
of anecdote and story when the drift is to fun, 
and he is the man of wisdom when the thought 
turns to superior things. And yet I cannot 
recall an occasion when there was one jot of 
abatement from the high dignity of his profes- 
sion. I have been accustomed to read him as 
an excellent admixture of the Puritan and the 
man of the world. That strenuous youth of 
which he has so admirably told us, which has 
been spoken of to-day, and the account of 
which I would advise any one to read who 
would know what a boy of the Maine fron- 
tier could do and had to do, and the difficulties 
he had to contend against, left an abiding in- 
fluence throughout his whole nature ; and this, 
with those sterner views of life and religion, 
was as a kind of ballast which he carried with 
him to the end ; but they were mellowed by 
the easier conditions of his later life, by the 
broader outlook which seems to alter the per- 
spective of things both of life and religion. 



ADDRESS BY 

MR. LINCOLN OWEN 

For six years and more it was my unspeakable 
privilege to live and labor with Dr. Dunton 
under terms of the closest intimacy. I wish 
at the very outset, in this presence, to express 

3i 



my profound gratitude to Dr. Dunton for all 
the blessed experiences of those years, which 
have so abundantly enriched my own life. 
I came to know Dr. Dunton intimately, first 
of all, as the master of this large and impor- 
tant professional school. I very soon found 
that he was the head of the school, that his in- 
fluence pervaded every department of it, that 
he was thoroughly acquainted with all the de- 
tails of the work ; and yet understanding his 
intimate acquaintance with the details of the 
work and the appropriate methods for all de- 
partments of work, and understanding his 
clear insight into the philosophy of teaching, 
I found that he was big enough and discrimi- 
nating enough to allow the beginner full free- 
dom to express his own individuality in his 
class-room instruction. 

Dr. Dunton was intensely loyal to his corps 
of teachers ; he was strongly devoted to this 
school. Dr. Dunton was intensely loyal and 
strongly devoted to the teaching fraternity 
everywhere. It seems to me, however, that, 
pre-eminently, he was strongly devoted to that 
organization known as the Boston Masters' 
Association. So careful and so considerate 
was he of the welfare of the individual mem- 
bers of that association that those of us who 
knew him best came to say this : In Dr. 
Dunton's view the Boston master as such can 
do no wrong. Now, without attempting at all 
to discuss the perspective of that position, 

3 2 



there is in it for us all an important, up-to- 
date lesson for the twentieth century. There 
is need to-day in all grades of teachers, a 
strong need, for greater professional courtesy, 
greater professional charity, and greater mu- 
tual helpfulness. 

Dr. Dunton was an earnest and profound stu- 
dent of his profession. It was my privilege to 
read with him some ; I talked with him a great 
deal. In the summer of 1 896 I went with him 
to the meeting of the National Educational 
Association at Buffalo. Dr. Harris, the United 
States Commissioner of Education, was an- 
nounced to give an important address upon 
this topic : " How the Will Combines with 
the Higher Orders of Knowing." Dr. Dunton 
and I obtained the address in advance of its 
delivery. He sat down and went through it 
carefully in detail several times. He transla- 
ted it into the terms of his psychology. Then 
we unanimously agreed that every important 
position that had been taken by Dr. Harris 
was adequately provided for in Dr. Dunton's 
scheme of instruction. Into the later debates 
of the National Council Dr. Dunton entered 
with great freedom, great courage, and signal 
ability. It is my mature judgment that he 
proved himself the peer of Dr. Hinsdale, 
President DeGarmo, Dr. Harris, and other 
lights of the National Council. 
In the spring of 1896 Dr. Dunton prepared 
an important address upon the science of edu- 

33 



cation. This was one of the longest addresses 
he ever prepared, and, in my judgment, it was 
the best. It contained the essence of his teach- 
ings upon the principles of education. I men- 
tion these two important public services, as 
late as 1895 and 1896, that I may centre your 
thought upon the growing quality of his mind. 
Dr. Dunton was a student ; he was growing, 
and he continued to grow until that fatal after- 
noon when he faltered here in- the harness. 
Dr. Dunton was the most skilful and the most 
consistent user of the inductive method of in- 
struction that I have ever known. He was 
so clear in his own thinking, and so discrimi- 
nating in his own statements, that he accepted 
nothing but clearness from his pupils. An un- 
clear statement was to him evidence of unclear 
thinking, and the first effort at revision was 
an effort to revise the thought. 
Dr. Dunton was visited in his room a great 
deal as he taught his classes, and it used to be 
a matter of regret to him that his visitors so 
imperfectly understood the aim and purpose 
of his work. I have many times heard him 
express this regret, butusually his regret would 
ultimatelv dissolve in some such philosophy 
as this : " However, the visit is worth while 
if the visitor has learned that pupils develop 
just in proportion to their own effort." 
Dr. Dunton's early training was in that primi- 
tive and exacting school of experience which 
seldom crushes a great spirit, but rather brings 

34 



it forward molded, pruned, purified, softened, 
strengthened. Dr. Dunton's ideals of life and 
conduct were extremely high. His daily living 
closely approximated his ideal. The type of 
his life might be characterized as the appro- 
priate life. He stimulated all who came under 
his influence to more appropriate living. Long 
may he continue to inspire us ! Long may he 
live in our better lives ! 

MUSIC 

Hymn "Lead, Kindly Light." 

Lead, Kindly Light, amid the encircling gloom, 

Lead Thou me on ; 
The night is dark, and I am far from home, 

Lead Thou me on ; 
Keep Thou my feet ; I do not ask to see 
The distant scene ; one step enough for me. 

So long Thy power has blest me, sure it still 

Will lead me on 
O'er moor and fen, o 1 er crag and torrent, till 

The night is gone, 
And with the morn those angel faces smile 
Which I have loved long since and lost awhile. 

ADDRESS BY 

DR. SAMUEL E. COURTNEY 

When Mr. Boyden asked me to say a few 
words at this meeting, I said to him that there 
were those on the Board who knew Dr. 

35 



Dunton better than I, those on the Board 
who had associated with him longer than I, 
but, as chairman of the committee on the 
Normal School, I said it would be a pleasure 
to add a few words at this time. 
I was associated with Dr. Dunton on the 
Normal School Committee something less 
than three years. During that time a warm 
personal friendship developed between Dr. 
Dunton and myself. Big, whole-souled, noble- 
hearted man as he was, no one in the posi- 
tion in which I was could associate with him 
for any length of time unless he learned to love 
him as I learned to love him. In performing 
the duty which I had on the Normal School 
Committee, it was always a pleasure, it was 
always inspiring, to meet with Dr. Dunton. 
My first year's association was with Judge 
Adams, Mrs. Ames, Mrs. Fifield, and Mr. 
Hubbard. Those were the stormy days in 
the history of this school, and I can never 
forget the sound, logical talks which he used 
to give that committee upon this school ; and, 
friends, with Dr. Dunton we always felt that 
we had a wise, conservative counsellor, and I 
can say to-day personally that I have never 
had a better counsellor than Dr. Dunton. 
During my short period with him on the 
Board I spent much time with him. My 
business being with this school, it called me 
to be with him, and our time in arranging for 
the school was pleasantly spent. One thing 

3 6 



I should like to say, and I feel as though it 
ought to be said at this juncture. The people 
whom I have the pleasure of representing in 
this city owe an especial debt of gratitude 
to Dr. Dunton. It was through his efforts, 
through his big-heartedness, that one of them 
was first made a teacher in this city. That 
we can never forget, because he was a man 
who lived above conditions. So it is and so 
it was with Dr. Dunton. 

ADDRESS BY 
MISS L. T. MOSES 

When, to our human view, a great and good 
work is finished, it is seemly that those who 
have most benefited by that work should con- 
sider its nature and extent, with the high pur- 
pose of making their own lives more useful 
because of what they have received. 
To-day it is our privilege to consider the 
earthly part of a life so helpful, so far-reach- 
ing, so inspiring, that its work will go on as 
long as we live and as long as those for whom 
we work shall live; nay, even beyond that. 
It behooves us to do this for the sake of 
others ; that by our endeavor we can con- 
tinue his work, his spirit, his power, and so 
through us his work can go on. Perhaps we 
can profit most from the consideration of 
some of the qualities that made this life so 
valuable to those whom it touched. 

37 



Dr. Dunton was always a student, a deep 
and earnest student. His pleasure was in the 
study of his profession, and he was only 
satisfied when he had thought out clearly and 
to its very elements any subject connected 
with his work ; whether the subject were a 
method of teaching, or the action of the will 
in the formation of character, it was neces- 
sary for him to go to the very foundation 
of it. 

He was ever a progressive teacher. For 
years, in order to know the power and char- 
acter of different pupils, I used to go into 
Dr. Dunton's classes, and so had the oppor- 
tunity to know of his growth as a teacher; 
and till his health was impaired it always 
seemed that the last work was the best. This 
was especially true when the subject under 
discussion touched the vital side of living — 
a stronger and stronger spiritual grasp was 
his. In his simple strength he often rose to 
eloquence. That his teaching moved and in- 
spired to high living you can testify with no 
uncertain accent. 

For this school, which, next to his family, 
he loved, his plans were constantly progres- 
sive. One only need to know its history to 
see the steady growth of him who planned it. 
His plans that his school should do a great 
work for Boston he was prevented from 
carrying out. How well I remember what 
they were, and how clearly he had worked 



them out ! His thought was that a city 
normal school should come into close contact 
with every teacher in the city; so he planned 
and started a series of Saturday morning les- 
sons on various subjects, given by supervisors 
and teachers who were experts in those sub- 
jects. He often said, " Suppose this work 
could be carried on for ten years ; Boston 
would have such a system of schools as it 
would be hard to match in the country. " 
But the Normal School idea was not yet 
rooted in the minds of the powers that were, 
and so other plans carried the day, and the 
energy and far-sighted judgment that should 
have been used for wide benefit to Boston 
must be used for years in planning and strug- 
gling for existence. Are there just now hope- 
ful signs of the dawning of a brighter day 
when great executive power can be applied 
to its legitimate work ? For us and for all 
educational work let us hope so. 
A man of firmness and sound judgment was 
our friend. So true was he to his convic- 
tions that he was never able to understand 
how any one could see the right course and 
follow any other. So his life was strong and 
consistent. His judgment on any matter was 
always sound and practical. And his profes- 
sional insight, — shall I call it? — that sort 
of professional sense that comes with long 
and deep study, was always clear and true. 
I never heard a topic in any way related to 

39 



his profession broached that he was not ready 
to give a clear, practical, and sound judgment 
concerning it. At one of the meetings of the 
Normal Council of New England the princi- 
pal of one of our most successful Massachu- 
setts normal schools remarked after a hot and 
varied discussion which Dr. Dunton had 
closed with his usual clear, strong putting of 
the subject, " However much others may 
wander, however confused a subject may 
seem, when Dr. Dunton gets up to speak 
we know that everything will become clear. 
There will be nothing to add." 
Perhaps his patient helpfulness may seem 
stronger to me than to you ; for I have 
known its .never-failing action over a quarter 
of a century ; have known it in the relation of 
fellow-teacher, and have seen it exercised 
towards a score of classes in favor of any in- 
dividual who asked for it. How often have 
I heard him go through an explanation of a 
subject to an inquiring pupil, seen him watch 
for the brightening look that showed its com- 
prehension, miss it, and patiently go step by 
step over the work again ! Still not compre- 
hended, he would start from a different 
point of view and come back, or pour in 
illustration after illustration, till the reward 
came, — the pupil saw. However busy he 
was, however long it took, he never let an 
inquirer go unsatisfied. 



40 



Then to us, his teachers, how helpful in 
every way ! By a word, a suggestion, an en- 
couragement, a discussion, in whatever way 
he could help us, he did it. And when we 
differed from him in the application of a 
principle to our own work, how free he left 
us ! Truly, teaching with him was a means 
of grace to his teachers. 
If there were time I could tell of his help, 
extending over a stretch of more than thirty 
years, when I went into his school in Bath 
— a moderately young teacher. I owe much 
to his patience, much to his helpfulness, 
much to the inspiration his own teaching 
gave me, and, with you, I gratefully acknowl- 
edge his help. 

He was a man always broad and generous in 
his judgment of others, always generous of 
his time and strength in giving the advice we 
so many of us needed, and always generous 
of his means. Whenever a young teacher 
fell ill by the way his purse was ready to help. 
We all understood that when that sort of help 
was needed Dr. Dunton was never to be left 
out, and he always doubled the amount we 
asked for in such cases. 

You all know his keen sense of humor. You 
know the look in the eye which showed it. 
And I think you know the tender sympathy 
which is ever its accompaniment. There 
were many hard places in his work here, 
many times hopes must be disappointed. He 



was so sympathetic that I think any one of 
us would have gladly relieved him if it had 
been possible. 

Do you remember the tone in which he spoke 
always of children as the " little folks " ? It 
always seemed to me that his very voice ex- 
pressed his love for them. He spoke in the 
same tone of his mother, of the members of 
his family, whom he loved with a deep and 
peculiar love. So with you who needed him 
and who came to him ; I am sure you, too, 
felt, even if you did not formulate it, the 
tender sympathy of his great loving heart. 
This was manifested in all his relations with 
you. 

At the last reunion there were sent him by 
your committee a beautiful bouquet of roses. 
They came to him as we were gathering 
here. He enjoyed them every moment of his 
life. All day Sunday, his last full day on 
earth, he enjoyed them. Every one who 
came to him must enjoy them too, and hear 
that they were sent by his pupils. He kept 
them by him and enjoyed them till the end 
came the following day. You see the thought 
of you went with him to the spiritual world. 
Such a character, with such qualities, studi- 
ous, progressive, firm, sound in judgment, 
patient, helpful, generous, and sympathetic, 
is for all places and for all times. It is a 
boon to you and to me and to all who come 
in contact with it, however remotely. Like 

42 



a pebble in the sea, its influence reaches the 
farthest shores of time, — eternity. 
We cannot view such a life and believe it 
stops with earth. We cannot view such a 
life and not aspire to make our own lives 
more useful to others. We cannot view such 
a life and not reverence it. And reverencing 
such a human life we will reverence God's 
life in ourselves. So from this view of our 
friend we go out more determined to so live 
and work that God's life in us shall be so 
far-reaching in its beneficence that our work 
in its use to others shall be like his, — im- 
mortal. 



MUSIC 

Solo. "My Heart Ever Faithful" Bach 

(jwith Violoncello obligato) 

Miss Gertrude Newman. 



ADDRESS BY 

MRS. EDWARD L. RAND 

Most of the pupils who come to the Boston 
Normal School come at the beginning, I sup- 
pose, as we did, with very little conception 
of the privilege of being a teacher, or of the 
training necessary to become one. At the most, 
with a few exceptions, there is some fancy 

43 



that it would be a good thing to learn how to 
teach ; but often the motive is to choose a pos- 
sible and perhaps pleasant way of earning a 
living. To Dr. Dunton it fell to supply the 
ideal of the teacher's work and life, so wholly 
lacking in the minds of most of us, and then 
day by day to build within us the character, 
to develop the intellectual life, which should 
make the toil into which we had idly drifted 
our chosen work. 

How greatly in this quarter of a century of life 
and work in our community did he raise the 
standard of the profession of teaching, and how 
clearly he showed to men and women the dig- 
nity and usefulness and joy of service in the 
profession ! Phillips Brooks once said, " It 
takes a perfect person, with perfect love and 
perfect faith, to perfectly teach a Sunday-school 
class." And to Dr. Dunton's mind there was 
nothing, no power of one's nature, however 
great, however small, which could not and 
ought not to be so trained as to feed the stream 
of the true teacher's life. So strongly did he 
fill our minds with the spirit of joy in our vo- 
cation, and of honor for it, that even the two 
great disheartening conditions of work in our 
public schools — the overcrowded classes and 
the bad air — could not dampen our enthusiasm 
or make us feel that the teacher's life was 
other than one of high privilege and great 
reward. 
This power of sending his pupils to their work 

44 



with joy was a very great power. It has been 
said that we do work of any kind better when 
the heart is high; and surely what is true of 
all work, however mechanical, is supremely 
true of work with children. And in this con- 
nection I must not fail to speak of the help 
given by Dr. Dunton when the high heart had 
sunk very low indeed, and when only belief 
in God and the knowledge that 

" Tasks in hours of insight willed 
Can be through hours of gloom fulfilled" 

could keep up its courage. How many times 
in earlier years, before the school had grown 
so large and his duties so manifold, has he 
personally visited at her work the struggling 
young teacher, put his finger on the weak point 
which caused her failure, and helped her to 
correct her mistakes and to begin over again 
with a truer courage and far greater skill ! 
How patient and thorough was his considera- 
tion of each pupil's needs, and how generous 
his estimate of their strong points ! Notwith- 
standing his own sound scholarship, his great 
clearness of mind and marvelous analytical 
power, he was too wise to feel that strong 
mentality was the only requisite for the teacher. 
He saw the womanly, the motherly, in many 
a one who was slow of mental development, 
and he gave the right place to the loving heart 
and faithful will in summing up the value of 
her equipment. In this, and indeed in his 

45 



whole relation to his pupils, his attitude was 
that of a father, wise, gentle, and dignified. 
His great kindness and justice were made pos- 
sible by the fact that he tried to consider each 
pupil as his child, weighing the difficulties 
which beset her, and her home circumstances, 
as well as her character and attainments. 
The hours spent in Dr. Dunton's classes were 
a delight. His teaching was a revelation to 
us. I well remember during the first psy- 
chology lesson which I heard him give, it 
seemed to our minds that every department of 
knowledge was related to this great subject. 
" And lo ! Creation widened to man's view." 
Such teaching was indeed inspiring. Allied to 
the wonderful analytical power to which I 
have previously referred was what might be 
called the dramatic power, which seizes the 
salient points of a truth or an illustration and 
fixes them in the hearer's mind. I once heard 
the principles of good taste in decoration laid 
down by a well-known architect. He stated 
that they were the principles of good conver- 
sation as well: say what is to be said in the 
fewest terms; let the subject-matter be inter- 
esting; let its expression be direct and to the 
point; let all other subjects be forgotten till 
the one on hand is disposed of. These laws 
Dr. Dunton illustrated in his teaching, and 
strove to impart to his pupils. 
His sense of humor brightened everything 
and made his classes free from strain, while 

4 6 



his thorough preparation for his work and ab- 
solute conscientiousness in the performance 
of duty were a daily strength to us. It is hard, 
indeed, to separate the intellectual delight 
which we had in his teaching from that other 
delight which his character gave us. Here was 
a good man, genuine, simple, large-hearted, 
reverent, just, a lover and seeker of truth. 
How shall we divide the intellect from the 
heart and will, or separate what God hath 
joined together? The influence of all were 
united in the help which he gave us, and will 
always give us ; and we believe that that great 
nature, rejoicing in the light and truth which 
he loved and sought, has " other, greater work 
to do " in the New Life to which he has been 
called. 



ADDRESS BY 

MR. GEORGE H. MARTIN 

I could have wished that the last words for 
you to listen to this afternoon had been those 
to which you have just listened, so compre- 
hensive and so gratefully and tenderly appre- 
ciative. My own word can add nothing to 
what you have heard. 

At a recent convention of teachers an ad- 
dress was given upon the topic," The Obliga- 
tion of the Public School for Inspiration." 
It seems to me a most significant title. We 

47 



are so apt to assume that the supreme obliga- 
tion of the public school is to furnish knowl- 
edge ! It is knowledge that we test for, 
knowledge that we measure and record, 
knowledge that we reward with prizes and 
promotion. And yet, when we come to look 
back upon our own lives, and ask what was 
the best thing done for us and who did it, we 
find we are not most grateful, I think, for 
the knowledge that we were induced to ac- 
quire, but for that mysterious something that 
goes by the name of inspiration. And what 
is it ? What is it to inspire ? It is not, I 
take it, to stimulate, to spur, to give. Is it 
not rather to awaken interest, to arouse am- 
bition, to kindle enthusiasm, to animate with 
purpose, to fill with hope and courage ? Is it 
not doing what God did at the beginning 
when we are told he breathed into man the 
breath of life and man became a living soul ? 
It seems to me that that is a vital part of 
school work. To hold a class of children in 
subjection and force them to perform their 
daily tasks is one thing, but to inspire them 
is another and a different thing. The one is 
for the school, the other is for life. The one 
is for the day, the other is for all time. „Of 
two teachers, one of whom only stimulates, 
even if every pupil in the class graduates 
with the highest honors, and the other who 
inspires, if but a single pupil — the second is 
the teacher. The great Teacher, the Teacher 

48 



who men said was sent from God, described 
his own life and work by saying, I have come 
to impart knowledge ? No, not even of 
divine truth, though he did that. But, " I am 
come that they might have life, and that 
they might have it more abundantly," more 
abundantly even than at the beginning. 
And if all this is true of the teacher of chil- 
dren, how much more is it true of the teacher 
of teachers. If they are to inspire they must 
be themselves inspired. If they are to be 
sources of life he must be a perpetual spring 
of life. His enthusiasm, his devotion, must 
become theirs. It seems to me that in this 
work it is not by elaborate schemes of psy- 
chology, new or old, not by formal systems 
of pedagogy, not by methods and devices, 
however philosophical and ingenious, that his 
best work is done, but rather by the loftiness 
of his aims, the sincerity of his purpose, the 
breadth of his sympathy, the fineness of his 
instinct, the dignity of his professional bear- 
ing, the weight of his personality. 
For more than twenty-five years Dr. Dunton 
was a teacher of teachers in this school ; and 
when we undertake to measure his work and 
his worth, this, it seems to me, is the stand- 
ard which we must use. Wherever in these 
schools of Boston, from the lowest to the 
highest, there is a teacher who, looking back 
over her life, feels that from him she received 
a quickening, an uplift, an impulse, which 

49 



have made her a source of more abundant 
life to the children in her charge, there is his 
most worthy and most enduring monument. 



MUSIC 

Hymn "Hark! Hark!" 

Hark! Hark! my soul, angelic songs are swelling 
O'er earth's green fields and ocean* s wave- beat 
shore: 

How sweet the truth those blessed strains are telling 
Of that new life when sin shall be no more. 

Angels , sing on! your faithful watches keeping, 
Sing us sweet fragments of the songs above; 

Till morning' s joy shall end the night of weeping, 
And life's long shadows break in cloudless love. 



50 



PRINTED AT THE EVERETT PRESS 
BOSTON, MASSACHUSETTS 



1 



